Unit 4 Global warming
Ⅰ. 单元教学目标
技能目标Skill Goals
▲Talk about global warming, pollution and the importance of protecting the earth
▲Practise expressing agreement, disagreement, blame and complaint
▲How to use“it”for emphasis in a sentence
▲Write an essay on environmental problems
Ⅱ. 目标语言
功能句式
Expressing agreement, disagreement, blame and complaint
Yes, I agree with you.Yes, I think so.I believe that you’ve got it right.I don’t think so.
I don’t think that’s right.I’m afraid you are wrong.I’m sorry to bring this up, but ...
I’m sorry to have to say this, but ...They shouldn’t have done it.They are to blame.
Why don’t you do something about it?Perhaps they should / ought to do ...
词汇
compare, graph, phenomenon, fuel, quantity, per, data, catastrophe, climate, consequence, state, range, glance, widespread, decrease, steady, steadily, average, existence, outer, electrical, motor, can (n.), microwave, nuclear, disagreement, title compare to, come about, quantities of, result in, build up, keep on, on the whole, make a difference, put up with, so long as, and so on
语法
“It” used for emphasis
It is human activity that has caused this global warming.
Ⅲ. 教材分析与教材重组
1. 教材分析
本单元以Global warming 为主线，旨在通过单元教学使学生经过思考、学习，认识到全球变暖的起因和它所带来的种种后果。同时鼓励学生进一步阐述地球所面临的其它严重问题，激发学生的环保意识。引导学生运用所学语言、句式表达自己对这些现象的看法，培养他们为自己的观点辩论的能力，并能运用所学知识写一篇有关环境问题的论文。
2. 课型设计与课时分配
1st Period Speaking and Listening 2nd Period Reading
3rd Period Extensive Reading 4th Period Language Study
5th Period Drills 6th Period Writing
Ⅳ. 分课时教案
The First Period Speaking and Listening
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇和短语
energy, light (v.), heat (v.), renewable, non-renewable, fuel, blame, run out
b. 交际用语
Expressing agreement and disagreement
Yes, I agree with you.Yes, I think so.I believe that you’ve got it right.I don’t think so.
I don’t think that’s right.I’m afraid you are wrong.
2. Ability goals 能力目标
Enable the students to talk about different sources of energy and express their own ideas.
3. Learning ability goals 学能目标
Help the students learn how to give their ideas about the use of energy.
Teaching important points 教学重点
Enable the students to express agreement and disagreement.
Teaching difficult points 教学难点
Enable the students to learn how to express agreement and disagreement.
Teaching methods 教学方法
Brainstorming, listening and group work.
Teaching aids 教具准备
A tape recorder and a computer.
Teaching procedures & ways 教学过程与方式
Step ⅠRevision
Check the students’homework and have a discussion with the students about the mistakes Mary made. Let the students have a clear understanding about the mistakes and then correct them.
Step ⅡWarming up
Sample answers:
T: Now please turn to page 31. Let’s do listening. Before you listen to the tape, please read fast the statements in Exercise 1 to find out the listening points. Pay much attention to the key points while listening.
Play the tape for the first time. Help the students get a general understanding about the dialogue. The students listen and try to finish Exercise 1. Play the tape again, train the students’ ability to spot specific information and understand the implication in the dialogue. The students listen and finish Exercise 2.
Several minutes later.
Step ⅣHomework
1. Review the new words and expressions you learned in this class.
2. Preview Reading.
The Second Period Reading
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇和短语
compare, phenomenon, graph, fuel, trap, data, climate, catastrophe, consequence, range, per, glance, compare to, come about, fierce debate, result in, build up
b. 重点句式
There is no doubt that the earth is becoming warmer. P26
Without the‘greenhouse effect’, the earth would be about thirty-three degrees Celsius cooler than it is. P26
They also agree that it is the burning of more and more fossil fuels that has resulted in this increase in carbon dioxide. P26
2. Ability goals 能力目标
Enable the students to talk about the causes and effects of global warming.
3. Learning ability goals 学能目标
Help the students learn how to talk about the causes and effects of global warming and express ideas about what people should do about it.
Teaching important points教学重点
Help the students learn how to debate over the top ic “We should do nothing about global warming.”
Teaching difficult points 教学难点
Enable the students to learn the writing skills of the text and get a better understanding of articles of this kind. Teaching methods 教学方法
Listening, reading and group work.
Teaching aids 教具准备
A recorder and a computer.
Teaching procedures & ways 教学过程与方式
Step ⅠRevision
Check the homework.
Review the useful expressions about agreement and disagreement.
Show the students some pictures on the screen. The students have to give names of different energy sources relative to the pictures and deicide which energy sources are renewable and which are not. Then ask the students to tell the effects of using these energy sources.
Step ⅡPre-reading
Step ⅢWhile-reading
Get the students to read the passage fast and meanwhile help the students form a good habit of reading.
After a few minutes.
T: How many parts can this text be divided into?
T: Any different ideas? OK. Now let’s finish the form on the screen.
Let the students read the passage again to find out the answers to the questions in Exercises 1 and 2.
T: Now let’s listen to the tape. While listening, pay more attention to specific information. Then read the whole passage by yourselves. Try to find out the answers to questions in Exercises 1 and 2. You may work in groups.
Step ⅤDebate
Get the students to debate over the statement: We should do nothing about global warming. Let them work in groups of six to prepare it.
T: Now you are going to have a debate: We should do nothing about global warming. Please follow these instructions. Put the following instructions on the screen.
●Get into groups of six. Decide which three in your group are going to agree with the statement (Group A) and which three are going to disagree with the statement (Group B).
●Group A discuss why they agree with the statement; Group B discuss why they disagree.
●Group A and B get together. Tell each other the reasons why agree or disagree with the statement.
T: We don’t have time to do it in class. Please finish it after class. Try to collect as much information as possible on the Internet and share it with the others in class. Next class I’ll get some groups to act out your debates.
Step ⅥHomework
1. Read the passage again and review the new words and expressions.
2. Prepare the debate in groups.
3. Preview Using Language ―WHA T CAN WE DO ABOUT GLOBAL WARMING？
The Third Period Extensive Reading
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇和短语
pollution, electrical, motor, can (n.), microwave, disagreement, title, make a difference, put up with, leave an electrical appliance on, so long as, and so on
b. 重点句式P30
Together, individuals can make a difference.
It takes a lot of energy to make things from new materials…
Remember — your contribution counts.
2. Ability goals 能力目标
Get the students to realize what individuals can do about global warming.
3. Learning ability goals 学能目标
Learn what to do in daily life to reduce the carbon dioxide content in the air.
Teaching important points 教学重点
Enable the students to know what to do in daily life to reduce the carbon dioxide content in the air.
Teaching difficult points 教学难点
Enable the students to learn how to make a poster.
Teaching methods 教学方法
Listening, skimming and group work.
Teaching aids 教具准备
A recorder and a computer.
Teaching procedures & ways 教学过程与方式
StepⅠRevision
Check the students’ homework to see whether they have mastered what they learnt last class.
Check their group work — debate.
Step ⅡLead-in
Step ⅢListening and Reading
Get the students to read the two letters and then fill in the table on page 30.
Skim the letters and find who the writers are and what their purpose of writing the letters is.
Scan the letter and list Earth Care’s suggestions and then in groups, discuss whether you think you can carry out each suggestion. Give reasons for your answers.
Step ⅣMaking a poster
Help the students learn how to make a poster. The teacher may collect some posters or pictures about the environment and show them to the students in class.
Step ⅤHomework
Finish the poster.
The Fourth Period Language Study
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇和短语
glance, widespread, decrease, steady, average, existence, outer, on the whole
b. 重点句式
It is human activity that has caused this global warming. P29
…it is the burning of more and more fossil fuels that is resulting in this increase in carbon dioxide. P26
2. Ability goals 能力目标
Learn about “it” used for emphasis.
3. Learning ability goals 学能目标
Help the students learn how to use new words and expressions of this unit and how to use “it” for emphasis. Teaching important points 教学重点
The structure of “It is ... that ...”.
Teaching difficult points 教学难点
Teach the studen ts how to master the use of “it” for emphasis.
Teaching methods 教学方法
Explanation and practice.
Teaching aids 教具准备
A computer.
Teaching procedures & ways 教学过程与方式
Step ⅠRevision
A sample poster:
What Can We Do about Carbon Dioxide?
Carbon dioxide is one of the main causes of global warming which will bring the earth catastrophe. Here are a few ways that individuals can follow to reduce its content in the air.
●Turn the electrical appliances off if you are not using them.
●Put on more clothes if you are cold instead of turning up the heat.
●Walk or ride a bike instead of using motor vehicles if you can.
●Recycle cans, bottles, plastics and newspapers; buy things made from recycled materials.
●Buy products that are made to save energy such as fridges and microwaves.
●Plant trees in your garden or school yard.
Step ⅡDiscovering words and expressions
T: Now please open your books and turn to page 28. Let’s do some exercises.
Step ⅢDiscovering useful structures
T: Next let’s turn back to page 29. We’ll learn a useful structure. Now compare these two sentences below.
Show the following two sentences on the screen.
Human activity has caused this global warming.
It is human activity that has caused this global warming.
由it 引导的强调句结构:
It is (was) + 被强调部分+ that (who) + 句子其他部分
注意：此结构强调的成分仅限于主语，宾语和状语。
如：
原句：My father did the experiment in the lab yesterday evening.
强调主语：It was my father who did the experiment in the lab yesterday evening.
强调宾语：It was the experiment that my father did in the lab yesterday evening.
强调时间：It was yesterday evening that my father did the experiment in the lab.
强调地点：It was in the lab that my father did the experiment yesterday evening.
又如：
It was in that city that we met for the first time.
It was not until he told me that I knew the truth.
Step IV Using structures
Get the students to do more exercises about the use of “it” for emphasis.
T: Please turn to page 64. Read the instructions of the two exercises and then finish them.
Sample answers to Exercise 2:
(1) It was four Australian children who started it in 1996 when they organized the first children’s environmental conference.
(2) It is at this conference that we decide which projects we want to work on in the following year.
(3) It was through one of these projects about five years ago that I first became involved in Millennium Kids.
Step ⅥHomework
Make four sentences with “it” for emphasis.
The Fifth Period Drills
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇和短语
environmental problem, plastic bags, reuse, litter, rubbish items, Clean Up Day, bring up
b. 重点句式P63
I’m sorry to bring this up, but ...I’m sorry to have to say this, but ...
They shouldn’t have done it.They are to blame.
Why don’t you do something about it?Perhaps they should / ought to do ...
2. Ability goals 能力目标
Enable the students to talk about some environmental problems and Clean Up Day.
3. Learning ability goals 学能目标
Help the students learn how to express their own ideas about some environmental problems.
Teaching important points 教学重点
Enable the students to talk about some environmental problems.
Teaching difficult points 教学难点
Enable the students to talk about some environmental problems.
Teaching methods 教学方法
Listening, speaking and group work.
Teaching aids 教具准备
A recorder, a computer and a projector.
Teaching procedures & ways 教学过程与方式
Step ⅠRevision
Check the homework to see whether the students have mastered the use of “it” for emphasis.
Step ⅡListening
Get the students to prepare for the listening by asking some questions.
T: OK. We’ll listen to a dialogue about it. Please open your workbooks and turn to page 62. Please read the instructions and questions fast to find out the listening points first. Pay much attention to the key points while listening.
Play the tape for the first time. Help the students get a general understanding about the dialogue. The students listen and try to answer questions in Exercise 2. Play the tape again, train the students’ability to pick out specific information. The students listen and fill in the information sheet in Exercise 3. Play the tape for a third time and let the students check their answers by themselves.
Step ⅢTalking
Step ⅣListening task and Speaking task
T: Though there are many serious environmental problems, fortunately most countries realize these problems and they are taking steps to save the earth. Clean Up Australia Day is a good example. Next we’ll listen to Tom’s talk about it. Play the tape for the first time. Help the students get a general understanding about the talk. Play the tape again, let the students pay attention to the dates Tom mentioned and what happened on these dates. While listening, ask the students to make some notes in the table on page 65. Play the tape for the third time, let them have a check.
T: OK, let’s check the answers to Exercise 1.
Explain some difficult points if necessary.
Ask the students to read the top 9 rubbish litter Tom mentioned in his talk and let them talk about litter at their school or communities.
Step ⅤHomework
Prepare a talk about Clean Up China Day.
The Sixth Period Writing
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇和短语
litter, butt, pollute, endanger, solution, add up to, break down
b. 重点句式P66
Apart from the fact that butts spoil the beauty of the environment, they contain some very toxic chemicals.
It is up to people not to let plastic bags become litter.
The earth would be a better place because it would be less polluted.
2. Ability goals 能力目标
Enable the students to write an essay on one of the environmental problems.
3. Learning ability goals 学能目标
Enable the students to learn how to write an essay.
Teaching important points 教学重点
The structure of an essay.
Teaching difficult points 教学难点
Enable the students to learn how to support their points of view.
Teaching methods 教学方法
Task-based method.
Teaching aids 教具准备
A computer and a projector.
Teaching procedures & ways 教学过程与方式
Step ⅠRevision and Lead-in
Check the homework. Ask two groups to present their talk to the class.
Step ⅡReading
T: Open your workbooks and turn to page 66. Read Tom’s essay about litter. Make a summary for each paragraph, and then fill in the table on page 67. You don’t have to write down complete sentences, notes will be OK. Pay attention to the writing skills while reading.
Step ⅢPre-writing
T: After reading this essay, I’d like you to write an essay on your own. I will give you some tips on how to write an essay.
Show the tips on the screen.
Writing tips:
Step 1: Write out the thesis statement.
(point of view)
Step 2: Write out the topic sentence of the first body paragraph.
Step 3: Give the supporting points and details about the first subtopic.
Step 4: Write out the topic sentence of the second body paragraph.
Step 5: Give the supporting points and details about the second subtopic.
(more body paragraphs ... )
The last step: State again the thesis statement.
(point of view)
Step ⅣWriting
Ask the students to list as many environment topics as possible. Choose one topic and write an essay about it.
T: Now think of the environmental problems that concern people most. I will divide you into two groups. Each group tries to give as many environment topics as possible. Let’s see which groups get more topics.
Ask the students to speak out the topics and collect them on the screen or blackboard.
A sample list of environment topics:
air pollution, noise, soil erosion, water pollution, litter classification, desertification, make green by planting trees
T: Now choose a topic from the list that you feel strongly about. Make notes on your topic using headings similar to those in the table above. Use Tom’s essay as a model to write your own.
Step ⅤHomework
1. Finish the essay.
2. Review the whole unit by doing SUMMING UP on page 32 and CHECK YOURSELF on page 68.
Clean Up Australia Day.
选修6 Unit 1 Art-Reading A SHORT HISTORY OF WESTERN PAINTING Art is influenced by the customs and faith of a people. Styles in Western art have changed many times. As there are so many different styles of Western art, it would be impossible to describe all of them in such a short text. Consequently, this text will describe only the most important ones, starting from the sixth century AD. The Middle Ages (5th to the 15th century AD) During the Middle Ages, the main aim of painters was to represent religious themes. A conventional artist of this period was not interested in showing nature and people as they really were. A typical picture at this time was full of religious symbols, which created feeling of respect and love for God. But it was evident that ideas were changing in the 13th century when painters like Giotto di Bondone began to paint religious scenes in a more realistic way. The Renaissance (15th to 16th century) During the Renaissance, new ideas and values graduallv replaced those held in the Middle Ages.People began to concentrate less on religious themes and adopt a more humanistic attitude to life. At the same time painters returned to classical Roman and Greek ideas about art. They tried to paint people and nature as they really were. Rich people wanted to possess t heir own paintings, so they could decorate their superb palaces and great houses. They paid famous artists to paint pictures of themselves, their houses and possessions as well as their activities and achievements. One of the most important discoveries during this period was how to draw things in perspective. This technique was first used by Masaccio in 1428. When people first saw his paintings, they were convinced that they were looking through a hole in a wall at a real scene. If the roles of perspective had not been discovered, no one would have been able to paint such realistic pictures. By coincidence, oil paints were also developed at this time, which made the colours used in paintings look richer and deeper. Without the new paints and the new technique, we would not be able to see the many great masterpieces for which this period is famous. Impressionism (late 19th to early 20th century) In the late 19th century, Europe changed a great deal. from a mostly agricultural society to a mostly industrial one. Many people moved from the countryside to the new cities. There were many new inventions and social changes. Naturally, these changes also led to new painting styles. Among the painters who broke away from the traditional style of painting were the Impressionists, who lived and worked in Paris.
外研版精品英语资料（精校版） Module 1 课下能力提升(二) Ⅰ.根据提示写出单词的正确形式 1．Anyone who is keen on classical music can't miss the ________ (机会) to attend the concert. 2．Mr. Smith ________ (点头) and asked every client to sit around the table. 3．She keeps ________ (打呵欠), so she might not have slept well last night. 4．He ________ (叹息), not knowing how to deal with the naughty boy. 5．What he is ________ (lack) in is not knowledge but experience. 6．It was an ________ (formal) party, so you needn't have dressed up as a princess. 7．I can ________ (confident) promise that this year I will make great progress in my study. 8．Perhaps he used a kind of ________ (advance) technology so that he got better results. 9．Such an important problem should be discussed ________ (serious)． Ⅱ.选词填空 think of, in addition, find out, be nervous about, make friends, look away from, be serious about, in advance 1．In my opinion, travelling abroad is a great way to ________ what life is like in another place of the world. 2．—Did you catch what I said? —Sorry, I was ____________ the match held last night. 3．I wouldn't like to go to the party tonight. But I have a lot of homework to do. ____________， I'm not willing to see John. 4．Then we ____________ each other and went on reading. 5．No one knows what he ____________． 6.Since you are always optimistic and self-confident, I can't wait to ____________ with you.
Unit1 课内练习答案（P3Ex.1） P3Ex.3 1F2T3T4T5T6T P4Ex.1 1superb2aim3ridiculous4faith5evident 6conventional7gallery8abstract9technique10sculpture P4Ex.2 possess a great deal By coincidence adopt attempted On the other hand predict 详解： 翻译：《这些作品是凡高的真迹吗？》最受欢迎的艺术风格在西方国家就是印象派，许多人想拥有一幅印象派作品并且不惜花巨资去买一幅，巧合的事是，一些采用印象派画法的画家也可以画出不为人知的“杰作”，有一位画家，奥托?沃森，用凡高的风格作画并且迅速赚了很多钱，许多评论家都觉得它是凡高的真迹，一方面，一些评论家发现了，另一方面，一些评论家好奇是否有许多“杰作”被挂在画廊上，一位膜拜凡高作品的人说：“如果这种杰作的数量超过200，我也不会惊奇.”于是有人预言下一幅“杰作”在什么地方什么地点会被发现？ P5Ex.2 1W2F3W4F 5.If he had right to choose his holiday,he would go to Mexico. 6.If I were not allergic to shellfish,I would enjoy eating them. 7.If the marble statue were not big for her garden,the housewife would
8.If we knew more about the disease,we would be able to treat the patients very effectively. P5Ex.3 1were would make2were would be3were would be 4could would paint5were would help6could take 7knew would send8could9were would be 10would come could P7Ex.2
Unit 1 I词汇及结构 1. would rather do sth情愿做…. would rather sb did sth情愿sb做… 情愿做….而不愿意做…：would rather do sth than do sth= would do sth rather than do sth = prefer to do sth rather than do sth = prefer doing sth to doing sth 2.faith n. 信任,信仰keep faith with 忠于信仰; 守信 have faith in 相信, 信任 in good faith 老实地；诚恳地faithful adj. 忠诚的，可靠的 3.As there are so many different styles of Western art , it would be impossible to describe all of them in such a short text． so+adj+a(an)+(单数可数) (+that…) so many/few +n (复数) (+ that…) so much/little (不可数) (+that…) such+adj.+n.(不可数)/ n (复数) 4.consequently adv. 所以，因此 Mr Foster has never been to China. Consequently, he knows very little about it. 福斯特先生从未去过中国, 所以对中国了解得很少。 consequent adj. 作为结果的,随之发生的 consequence n. 结果
Module 1 small talk 闲谈，聊天 informal adj. 非正式的 serious adj. 严肃的 confidently adv. 自信地 make friends 交朋友，建立友谊 lack v. 缺乏，缺少 (be) nervous about 对……神经紧张/害怕/胆怯/焦虑不安 advance adj. 预先的，在前的 think of 想起，回忆起 nod v. 点头 body language 身体语言，肢体语言 yawn v. 打呵欠 sigh v. 叹气，叹息 look away from 把目光从……移开 social rules 社交规则 in addition 除此之外，另外 find out 了解（到）；找出（信息）opportunity n. 机会 obligation n. 责任；义务 prize n. 奖品，奖金 application n. 申请 form n. 表格 immigration n. 移民 visa n. 签证 impolite adj. 不礼貌的 tidy v. 使……整洁，整理 refund n. 退款 favour n. 恩惠，照顾 reception n. 欢迎会；招待会 embassy n. 使馆 certain pron. 某些 reply n. 回答，答复，回信 saleswoman n. 女推销员，女销售员 firm n. 公司 fax n. 传真（机） outspoken adj. 直言不讳的，坦率的，不客气的human being 人类 motto n. 座右铭，格言 put one’s foot in one’s mouth 犯使人难堪的错误，说错话 shortcoming n. 缺点，短处 absence n. 缺乏，不存在 as a consequence 因此，结果 systematic adj. 非偶然的，经常的 coincidence n. 巧合 customer n. 顾客，客户 mature adj. 成熟的 awkward adj. 尴尬的tease v. 戏弄，嘲弄，揶揄 typist n. 打字员 contradict v. 反驳 pregnant adj. 怀孕的 apology n. 道歉，致歉 cautious adj. 谨慎的，慎重的，小心的acquaintance n. 熟人 messy adj. 棘手的，难办的 divorce n. 离婚，离异 cheer sb. up 使某人高兴/振作起来 fool n. 傻瓜，笨蛋 clerk n. 职员，办事员 haircut n. 发型，发式 anyhow adv. 不管怎么说，无论如何 modest adj. 谦虚的，谦逊的 brunch n. 早午餐（早餐与午餐合并吃的一餐）anniversary n. 周年纪念日 hostess n. 女主人 interrupt v. 打断 leave out 省去，删去 factual adj. 实际的，事实的，确实的 genuine adj. 纯粹的，真正的，真实的hospitable adj. 好客的，殷勤的 secretive adj. 秘而不宣的，隐藏的 violate v. 骚扰，妨碍，侵犯 define v. 解释，给……下定义 (be) aware of 知道 take the lead 带头，领先 graciously adv. 优雅地 show off 炫耀 function n. 功能 psychologist n. 心理学家 successful adj. 成功的 formula n. 法则；原则 imagine v. 想象 purpose n. 目的 circumstance n. 情形，情况 apologise v. 道歉 comfortable adj. 舒适的，舒服的
Module 6 Unit 4 1. There are many such organizations under _______ of the government ______ are ______ of the poor people across the world. A. the umbrella; as; for the purpose B. the charge; that; for the purpose C. the charge; as; to the purpose D. the umbrella; that; to the purpose 2. A Goodwill Ambassador’s visits to countries ________ the UN has program mes to help people will encourage people working on the projects and _______ local people’s attention to the situation. A. in which; to draw B. in which; drawing C. where; draw D. where; drew 3. The girl ______ forward to buying a new gold watch. A. referred to look B. refers to looking C. referred to looks D. referring to look 4. It is required that the students _______ mobile phones in their school, so seldom ______ them using one. A. s houldn’t use; you will see B. not use; will you see C. don’t use; will you see D. shan’t use; you will see 5. _____ in experience, she didn’t manage to pass the interview. A. Lack B. For lack of C. Lack of D. Lacking 6. We need ____ knowledge. We also need skills on how to use knowledge in reality. A. no more than B. more than C. less than D. not more than 7. It has been ______ cold this week .He went three ____ to see his grandma yesterday. A. specially; especially B. especially; specially C. specially; specially D. especially; especially 8. Children are not ________ of the fact that life is hard for their parents to send them to school. A. known B. awake C. idea D. aware 9. But for the help of my English teacher, I the first prize in the English Writing Competition. A. would not win B. would not have won C. would win D. would have won 10. They demanded that the books __________ to the school library at once. A. return B. should return C. be returned D. would be returned 11. _____ not to miss the flight at 18:20, the manager set out for the airport in a hurry. A. Reminding B. Reminded C. To remind D. Having reminded 12. The doctor that will _________ him is attempting to _________ the facilities/equipment for operation. A. operate on; operate on B. operate; operate C. operate on; operate D. operate; operate on 13. Chinese people _______ the largest percentage of the population of Macao. A. add up B. make up C. set up D. hold up 14. ________ is often the case, we have worked out the production plan. A. Which B. When C. What D. As 15. When you come across a new word, you can _________ the dictionary. Which is NOT true A. look up B. refer to C. turn to D. look it up in 16. I have kept that picture __ I can see it every day as it always reminds me of my university days in London. A. in which B. where C. whether D. when 17. It is agreed that constant arguing doesn’t _____ a happy marriage. A. make out B. make for C. make up D. make up for 18. My former boss ________ us ________ a new company. A. helped; in setting up B. assisted; in setting up C. assisted; into setting up D. helped; into setting up 19. ---- We ________ to have you here tonight. --- Thank you and it is ______ for me to be invited. A. honour; honourable B. honour; an honour C. are honoured; honourable D. are honoured; an honour 20. China's National Earthquake Disaster Emergency Rescue Team to Haiti _____ 60 search and rescue personnel and three sniffer dogs. A. makes up of B. consists of C. made up of D. consisting of 21. --- Do you really want to go out --- It may rain. _________, I shall go out; I don’t mind the
高中英语选修6 Unit 1 A SHORT HISTORY OF WESTERN PAINTING Art is influenced by the customs and faith of a people. Styles in Western art have changed many times. As there are so many different styles of Western art, it would be impossible to describe all of them in such a short text. Consequently, this text will describe only the most important ones. Starting from the sixth century AD. The Middle Ages(5th to the 15th century AD) During the Middle Ages, the main aim of painters was to represent religious themes. A conventional artistof this period was not interested in showing nature and people as they really were. A typical picture at this time was full of religious symbols, which created a feeling of respect and love for God. But it was evident that ideas were changing in the 13th century when painters like Giotto di Bondone began to paint religious scenes in a more realistic way. The Renaissance(15th to 16th century) During the Renaissance, new ideas and values gradually replaced those held in the Middle Ages. People began to concentrate less on religious themes and adopt a more humanistic attitude to life.At the same time painters returned to classical Roman and Greek ideas about art. They tried to paint people and nature as they really were. Rich people wanted to possess their own paintings, so they coule decorate their superb palaces and great houses. They paid famous artists to paint pictures of themselves, their houses and possessions as well as their activities and achievements. One of the most important discoveries during this period was how to draw things in perspective. This technique was first used by Masaccio in 1428. When people first saw his paintings, they were convinced that they were looking through a hole in a wall at a real scene. If the rules of perspective had not been discovered, no one would have been able to paint such realistic pictures. By coincidence,oil paints were also developed at this time, which made the colours used in paintings look richer and deeper. Without the new
人教版高中英语必修6内容全解 话题素材——艺术 好词 n. 欣赏 n. 灵感；启发 adj. 栩栩如生的；鲜艳的 n. 著作；作品 adj. 典型的；有代表性的 exhibition 在展示中 of beauty 美感 of art 艺术作品 the influence of 受……的影响 away (from) 脱离；放弃 one's life 丰富某人的生活
sale 待售 one's talent for... 展现对……的天赋 one's character 塑造某人的品格 画廊；美术馆 佳句 his paintings and his passion for art have_given_me_endless_inspiration. 他的画作和他对艺术的热爱都给了我无尽的灵感。 exhibition gives local artists an_opportunity_to_display_their_works. 这次展览为当地艺术家提供了展示自己作品的机会。 art, there are so many great artists that_I_just_admire. 关于艺术，有那么多我崇拜的艺术家。 [精美语篇] Dear John， I have good news to tell you. A famous Shaoxing Opera, Butter fly Lovers, will be put on in Tianjin Grand Theater at 2：00 p．m. on August the fifth. I know you take a great fancy to Chinese culture, especially the local operas. I hope this opportunity will not only make you happy, but also satisfy your interest in Chinese operas. If you can come, I suggest we have a look at the Museum of the Traditional Opera near the theater after the performance. There, I believe, you can know the history of many Chinese operas, which can increase your knowledge about Chinese culture. Looking forward to your reply.
Period 2: FUNCTION—Talking about obligation or lack of obligation Objectives To learn to talking about obligation or lack of obligation ●Procedures ▇ Warming up by learning about what is obligation Hello, class. We shall learn to talk about “obligation” or lack of “obligation”. But first what is “obligation” ? It is a noun, meaning 1. A moral or legal duty or tie. 2. The binding power of such a duty or tie. 3. A debt of gratitude for a service. Example: be under obligation to her If you have not signed a contract, you are under no obligation to (= it is not necessary to) pay them any money. You have a legal obligation to (= The law says you must) ensure your child receives a proper education. I haven't got time to do his work for him - I've got too many obligations as it is. A tender conscience is a stronger obligation than a prison. Every man has obligations which belong to his station. Duties extend beyond obligation, and direct the affections, desires, and intentions, as well as the actions. ■Ta lking about obligation or lack of obligation ◆100% necessity: You must leave straight away. You have [got] to leave straight away. must v. have [got] to
外研版高中英语选修六1-6单元知识点归纳 Module 1 (2) 重点单词 (2) 经典短语透视 (3) 热点语法聚焦（非重点） (4) Module 2 (5) 重点单词 (5) 经典短语透视 (7) 热点语法聚焦（重点） (8) Module 3 (9) 重点单词 (9) 经典短语透视 (11) 热点语法聚焦(重点） (12) Module 4 (13) 重点单词 (13) 经典短语透视 (14) 热点语法聚焦（非重点） (15) Module 5 (17) 重点单词 (17) 经典短语透视 (19) 热点语法聚焦（非重点） (20) Module 6 (21) 重点单词 (21) 经典短语透视 (22) 热点语法聚焦(非重点） (24)
Module 1 重点单词 【词条1】lack 【点拨】lack动词, 意为"缺乏,没有"。如: He is good at his job but he seems to lack confidence. What he lacks in experience he makes up for in enthusiasm. 【拓展】 1. lack的常用短语有:be lacking"欠缺,缺乏"；be lacking in"缺乏(某种品质、特点等)"；lack (for) nothing"应有尽有"。如: Money for the project is still lacking. I think the film is lacking in pace. They have got everything ready and they lack for nothing. 2. lack还可作名词,常与of连用,意为"缺乏,没有"。for lack of "因为缺乏……"。如: The work had to be stopped for lack of funds. The flowers withered for lack of water. 【词条2】reply 【点拨】名词,意为"回答,答复",常与介词to 连用。如: Is it a reply to the first or the second letter? To my anger, she made no reply to my question. 其常用在短语in reply to中,意为"作为对……的回答,回复"。如: What did he do in reply to your challenge? 【拓展】reply也可作动词,意为"回答,答复",reply (to ... / that ...) 。如: The teacher gave me no chance to reply to her question. Lily replied that she knew nothing about it. 【词条3】apology 【点拨】apology名词,意为"道歉,歉意",常用于短语:offer / make an apology to sb."向某人道歉", accept an apology"接受道歉"。如: It’s impolite of you to leave without a word of apology.
外研社高中英语选修6单词表 Module 1 small talk 闲谈，聊天(SH6 M1 P1) informal adj. 非正式的(SH6 M1 P1) serious adj. 严肃的(SH6 M1 P1) confidently adv. 自信地(SH6 M1 P2) make friends 交朋友，建立友谊(SH6 M1 P2) lack v. 缺乏，缺少(SH6 M1 P2) (be) nervous about 对……神经紧张/害怕/胆怯/焦虑不安(SH6 M1 P2) advance adj. 预先的，在前的(SH6 M1 P2) think of 想起，回忆起(SH6 M1 P2) nod v. 点头(SH6 M1 P2) body language 身体语言，肢体语言(SH6 M1 P2) yawn v. 打呵欠(SH6 M1 P3) sigh v. 叹气，叹息(SH6 M1 P3) look away from 把目光从……移开(SH6 M1 P3) social rules 社交规则(SH6 M1 P3) in addition 除此之外，另外(SH6 M1 P3) find out 了解（到）；找出（信息）(SH6 M1 P3) opportunity n. 机会(SH6 M1 P3) obligation n. 责任；义务(SH6 M1 P4) prize n. 奖品，奖金(SH6 M1 P5) application n. 申请(SH6 M1 P5) form n. 表格(SH6 M1 P5) immigration n. 移民(SH6 M1 P5) visa n. 签证(SH6 M1 P5) impolite adj. 不礼貌的(SH6 M1 P6) tidy v. 使……整洁，整理(SH6 M1 P6) refund n. 退款(SH6 M1 P7) favour n. 恩惠，照顾(SH6 M1 P7) reception n. 欢迎会；招待会(SH6 M1 P7) embassy n. 使馆(SH6 M1 P7) certain pron. 某些(SH6 M1 P7) reply n. 回答，答复，回信(SH6 M1 P7) saleswoman n. 女推销员，女销售员(SH6 M1 P8) firm n. 公司(SH6 M1 P8) fax n. 传真（机）(SH6 M1 P8) outspoken adj. 直言不讳的，坦率的，不客气的(SH6 M1 P8) human being 人类(SH6 M1 P8) motto n. 座右铭，格言(SH6 M1 P8) put one’s foot in one’s mouth 犯使人难堪的错误，说错话(SH6 M1 P8) shortcoming n. 缺点，短处(SH6 M1 P8) absence n. 缺乏，不存在(SH6 M1 P8)
高二英语选修模块六测试试卷 第一部分 I. 单项选择（共15小题；每小题1分，满分15分） 1. -I feel like _______ to pop music. - ___________. A. to listen; So do I C. listening; So do I B. listening; So I do D. to listen; So I do 2. - What does NPC_______ ? -National People's Congress, which makes and changes laws. A. take for B. ask for C. call for D. stand for 3. It was ______ given a gift at the party. A. they who were each B. them who each were C. they who each was D. them who each. was 4. ________ ice on the road, I told the driver to slow down. A. There was B. There to be C. There being D. Being 5. When he left，he _______ a dark suit. A. had on B. dressed C. in D. was dressing 6. Mark often attempts to escape _______ whenever he breaks traffic regulations. A. having been fined B. to have been fined C. to be fined D. being fined 7. _________ you keep on trying v I don't really mind whether you can come. top in your class. A. So long as B. As soon as C. Once D. The moment 8. He _______ the terrible traffic jam on the way there, so he had to cancel his appointment with the general manager.